By Dr Mandi Joubert

Looking back on my academic journey, I feel deeply privileged to have pursued a doctorate and two master’s degrees while working full-time. The sleepless nights juggling family obligations, deadlines, assignments and professional responsibilities, often while self-funding my studies, taught me resilience.

But they also revealed the very real barriers that can derail even the most determined students. Barriers many are unable to overcome without support.

Today, as Head of Academics at Eduvos, I see the transformative power of removing those barriers. The current state of South Africa’s higher education landscape requires an urgent focus on ensuring that it truly serves all who seek to better themselves and their communities.

The barriers that leave students behind

South Africa’s higher education crisis is well documented, but the human cost of exclusion remains stark. Our research highlights several interconnected barriers systematically excluding capable students from accessing quality education.

Capacity constraints in public institutions create the first hurdle. With demand far exceeding supply, thousands of qualified applicants are turned away each year. Even securing a place doesn’t guarantee success. Affordability remains a crushing reality for many families. Beyond tuition, the hidden costs of textbooks, accommodation and lost income often force students to abandon their studies.

Perhaps most concerning is the academic preparedness gap. Many students arrive at tertiary institutions without the foundational skills needed for success. Traditional one-size-fits-all approaches fail these learners, who often drop out not from lack of ability, but from lack of appropriate support.

Innovating for inclusion

Addressing these realities requires a reimagining of higher education that centres on student outcomes and recognises today’s students don’t fit yesterday’s moulds.

Alternative academic pathways such as access programmes, bridging courses and higher certificates ensure a Grade 12 certificate without a Bachelor’s pass isn’t the end of one’s academic journey. Students at different life stages benefit from different learning modalities, which allow them to earn an income while studying, and eases the financial pressures that derail many promising careers.

Eduvos’ 12 campuses across major metros allow students to study closer to home, reducing relocation costs and maintaining family support networks. Multiple intake periods throughout the year also acknowledge that life happens, enabling students to start their studies when it suits them, or to temporarily defer their studies without significantly impacting their progression.

But access without support is meaningless. A proactive student support model, which includes a dedicated student affairs advisor to a manageable number of students (280 students per advisor at Eduvos), helps monitor attendance, academic performance and wellbeing. These advisors are supplemented by a comprehensive student support ecosystem. When early warning signs emerge, such as poor attendance, low engagement or academic under-performance, immediate intervention follows. This data-driven approach to pastoral care ensures no one slips through the cracks.

Preparing students for tomorrow’s world

Career-aligned qualifications must do more than teach current skills. They must prepare students for jobs that don’t yet exist. Building and maintaining strong industry partnerships keep curricula relevant while developing the soft skills (agility, creativity, communication) that define employability in an evolving economy.

Eduvos combines career academics with industry practitioners, bringing real-world expertise into the classroom. Assessment methods use case studies and project-based scenarios to mirror workplace challenges, while work-integrated learning ensures graduates leave with practical experience, not just theoretical knowledge.

Crucially, instilling a culture of lifelong learning is paramount. In a world where career longevity depends on continuous upskilling, graduates must understand education doesn’t end at graduation, t evolves with their careers.

Public and private collaboration is key

The scale of South Africa’s higher education challenges demands collaboration. With youth unemployment at 46.1%, we cannot afford institutional silos or ideological divisions between public and private providers.

Private institutions contribute significantly to graduate outputs, yet we’re often excluded from national forums and policy discussions—a missed opportunity. We have capacity where public institutions are constrained, innovative delivery methods where traditional approaches fall short, and industry partnerships that could benefit the entire sector.

The solution isn’t competition between public and private institutions; it’s collaboration. By combining the scale and mandate of public institutions with the agility and innovation of private providers, we could create a higher education ecosystem that truly serves all South Africans.

The multiplying effect of education

What gives me hope is education’s exponential impact. Every graduate represents not just individual achievement but community transformation. First-generation graduates often become the foundation for generational change, with their success rippling through families and communities.

Africa’s rising youth population offers unprecedented opportunity, only if we equip young people with relevant skills and meaningful opportunities. The window for harnessing this potential is narrow, making inclusive, accessible higher education not just a social imperative but an economic necessity.

Counting everyone

Development succeeds only when it includes everyone. In South Africa, this means recognising there is no single path to success. Some students need evening classes to accommodate work schedules. Others require academic bridging to overcome historical disadvantages. Many need flexible payment options or intensive support systems.

The traditional higher education model serves a shrinking minority of students. If we’re serious about leaving no one behind, we must embrace models that meet students where they are—not where we think they should be.

As someone who had to work full-time to fund my studies, I understand the obstacles our students face. But I also understand their determination. By removing barriers, providing support, and creating multiple pathways to success, we do more than change individual lives—we transform communities and, ultimately, our nation.

The question isn’t whether we can afford to invest in inclusive higher education. It’s whether we can afford not to. In a world where knowledge drives prosperity, ensuring no one is left behind is not just a moral imperative. It’s economic survival.

Dr Mandi Joubert is Executive Head of Academics at Eduvos.

INSIDE EDUCATION

By Johnathan Paoli

The SA Democratic Teachers’ Union (Sadtu) in the Western Cape has expressed outrage at the provincial education department’s decision to maintain the same number of funded educator posts for 2026, warning that this will deepen existing pressures on schools and governing bodies.

In a strongly worded statement released on Monday, Sadtu provincial secretary Sibongile Kwazi accused the provincial education authorities of failing to prioritise the needs of learners and teachers.

This follows a series of consultations over the last month.

“The current situation has already placed pressure on school governing bodies, and it will further strain their budgets as they are compelled to provide funding for the additional posts in 2026. Sadtu reiterates that more posts could be provided had the employer listened to the union on the reviewal of the Annual Systemic Evaluations and the Back on Track programme,” Kwazi said.

According to the union, the decision to keep the educator post “basket” at 35,934, the same as in 2025, was confirmed during a meeting last month with education MEC David Maynier and finalised at a session with HOD Brent Walters.

During the session, the department reportedly presented two scenarios for the 2026 staffing plan.

One option involved declaring more teachers “in excess” at certain schools next year, followed by their redeployment to other institutions.

Sadtu rejected this, saying it would cause further “instability” in the education system.

Option two, which all unions ultimately accepted, retained the current number of posts in order to provide “greater stability” for schools, according to the department.

While Kwazi acknowledged that maintaining the current staffing level was preferable to further redeployments, the decision failed to address the systemic shortages that have forced many school governing bodies (SGBs) to pay for additional educators out of their own budgets.

Under the 2026 post basket in terms of teacher-pupil ratios, primary schools will remain at 1:35 secondary schools at 1:37, and the system-wide ratio remaining at 1:36.

Kwazi argued these ratios were already too high and would have a direct impact on the quality of teaching and learning.

One positive note from the consultations, according to Sadtu, was the department’s commitment to fully integrate Grade R into the educator staff establishment from 2026, albeit with funding drawn from a separate source.

The department also assured that Grade R practitioners who successfully upgraded their qualifications would be recognised as fully qualified teachers, with all associated benefits.

Kwazi said this was step toward the universalisation of early childhood education.

However, the union raised concerns about the department’s restrictive approach to hiring substitute teachers.

In 2026, substitutes will only be approved for educators on maternity leave, those taking long-term leave under the Policy on Incapacity Leave and Ill-Health Retirement, and for teachers who have been suspended.

The department is expected to issue its formal post establishment circular to all ordinary public and special schools by 29 August, outlining the official allocation of posts for the 2026 school year.

INSIDE EDUCATION

By Thapelo Molefe

The Northern Cape will spend the next three to four years formalising and strengthening Early Childhood Care and Education (ECCE) centres to ensure every child has access to quality early learning.

This follows a two-day G20 indaba on ECCE between various stakeholders that saw a renewed focus on foundational learning and inclusive early education in the province.

“We are prioritising the improvement of infrastructure, the expansion of access to quality learning and teaching resources, and the integration of technology into early learning environments,” Northern Cape education MEC Abraham Vosloo said.

“We cannot ignore the challenges facing our ECCE sector, particularly in under-resourced areas. That is why we are calling on all partners—municipalities, the mining and energy sectors, civil society and communities to join hands with government to unlock opportunities for our children.”

Several private-sector partners have already stepped forward with meaningful investments.

“Some of our partners in the private sector have built modern, fully equipped ECCE centres that will leave a lasting legacy in their communities,” he said. 

“We welcome this and urge more to follow.”

The indaba brought together education leaders and experts who split into three focused commissions to tackle key challenges and develop recommendations.

Commission 1 looked at curriculum innovation and teacher development, with delegates exploring how to strengthen the foundation phase curriculum (Grades R–3) and better equip teachers with skills for age-appropriate, play-based learning.

Commission 2, chaired by senior manager of ECD in the Northern Cape, Mercia Fani, tackled inclusive and equitable access, identifying major systemic barriers such as funding gaps, poor infrastructure and lack of support for vulnerable groups.

“We cannot talk about inclusive education without confronting the real obstacles that prevent children in rural and disadvantaged areas from accessing ECCE,” Fani said. 

“This includes rethinking how we fund ECCE and ensuring proper support services are in place.”

Commission 3 focused on stakeholder collaboration and community involvement, with a key recommendation being the formation of interdepartmental ECCE forums at both provincial and district levels.

“We recommend that these forums include departments such as health and social development, and that municipalities take an active role in ensuring ECCE is part of integrated local development planning,” said one delegate during the report back session.

The anticipated outcome of these proposals is more streamlined service delivery and shared accountability for early learning outcomes.

Vosloo reminded delegates that ECCE was not a luxury, it was necessity.

“This is the foundation on which every child builds their future, and we must get it right.”

He said it was important to forge strong partnerships with the mining sector, the renewable energy industry, civil society and municipalities to mobilise resources and ensure sustainable support for ECCE programmes.

INSIDE EDUCATION

By Johnathan Paoli

Parliament’s Portfolio Committee on Basic Education chairperson Joy Maimela has voiced serious concerns that recently gazetted draft regulations for the Basic Education Laws Amendment (BELA) Act could undermine the legislation’s core intent of transforming the education system and promoting inclusivity.

Maimela said the committee had previously urged the department to publish all BELA-related regulations at once to enable the public to engage with a single, comprehensive document.

“While we understand the intent may be to avoid technical delays, this fragmented rollout undermines the coherence, urgency and integrity of the BELA implementation process. South Africa’s children cannot afford to wait for bureaucratic caution or political compromise,” she stated.

Maimela noted that some terms in the draft text diverged from the Act itself, creating the impression that the regulations were diluting the legislation. This, she warned, risked perpetuating exclusionary practices that Parliament had sought to end.

In particular, she pointed to clauses on school admissions that instruct officials to consider the demographics and education needs of the “surrounding community”.

The Act instead places admission policy authority with the provincial head of department (HOD), based on the “broader education districts”, a shift designed to prevent localised gatekeeping that could maintain demographic homogeneity.

Similarly, Maimela criticised the introduction of “feeder zones” in the draft rules, a term absent from the Act, saying it could once again tie access to geographic boundaries historically used to exclude disadvantaged learners.

“It seems these regulations are attempting to re-write the BELA Act and re-introduce matters that were unsuccessfully contested in the legislative process,” she said.

She stressed that the committee remained committed to ensuring the Act dismantled rather than reinforced historical inequality, and it would continue to exercise oversight to safeguard its constitutional intent.

The GOOD Party expressed similar concerns but went further, accusing Basic Education Minister Siviwe Gwarube of using the regulations to intentionally weaken the BELA Act and the amended South African Schools Act.

GOOD’s secretary-general Brett Herron described the publication as “a moment that should have been a milestone but has instead revealed serious concerns”.

“The BELA Act was meant to reform outdated admissions and language policy frameworks and dismantle the spatial, linguistic and racial barriers that persist in South Africa’s public education system. However, the wording of the regulations does not reflect that intention. Instead, the minister has selectively chosen language that risks entrenching exclusion,” Herron said.

According to Herron, the shift in wording from “broader community in the education district”, as stated in the Act, to “surrounding community, including language preference” closely mirrored a bilateral agreement Gwarube concluded with trade union Solidarity and lobby group AfriForum in November last year.

He said the contradicted Parliament’s intent and was not incorporated into the final legislation.

Herron accused Gwarube of privately negotiating with Solidarity during public protests against BELA reforms led by the DA, AfriForum and the Freedom Front Plus.

These groups had opposed aspects of the legislation, claiming that it threatened Afrikaans-medium education.

He contended that the bilateral settlement reached at the National Economic Development and Labour Council had now resurfaced in the draft regulations despite President Cyril Ramaphosa ignoring it during the legislative process.

“The minister cannot use regulations to amend legislation. That’s settled law, her public power to draft regulations must implement the legislation, not a private deal excluding all other stakeholders,” Herron argued.

The dispute has also reignited debate over language policy in public schools.

Herron accused opponents of the BELA Act of weaponising the Afrikaans language issue to preserve historical privilege under the guise of cultural protection.

The two draft regulations, covering school admissions and language policy, are open for public comment until 5 September.

Herron urged citizens to participate in the process, warning that failure to amend the rules could trigger legal action.

Maimela, meanwhile, reiterated that Parliament’s oversight role would be “robust” in defending the Act’s inclusivity.

Maimela also encouraged stakeholders, including educators, parents, advocacy groups and learners, to scrutinise the documents and submit their views.

INSIDE EDUCATION

By Levy Masiteng

In a significant step towards promoting STEM education, Electricity and Energy Minister Kgosientsho Ramokgopa has unveiled four new science laboratories in schools in Atteridgeville outside Pretoria. 

The schools are Bokgoni Technical Secondary School, Hofmeyr High School, Edward Phatudi Comprehensive School, and Seaparankwe Primary School.

Department spokesperson Mawkhosonke Buthelezi told Inside Education that the schools were chosen because they offered science, technology, engineering and mathematics subjects.

The event twas also attended by Communications and Digital Technologies Minister Solly Malatsi, Deputy Minister in the Presidency Nonceba Mhlauli, and City of Tshwane MCC for roads and transport, Tlangi Mogale.

Buthelezi said the newly equipped laboratories were part of a collaborative initiative between public and private sector partners, including the SA Nuclear Energy Corporation, Huawei, and Avon and Dedisa. 

“Public-private partnerships are important because government has limited resources, yet there’s a high demand for its services. Therefore, partnerships with the private sector for these projects is crucial for improvement in our communities,” he explained. 

According to Buthelezi, the old science labs in the four schools needed to be revamped and equipped with modern technology.

“[Because of] Minister Ramokgopa, because of his passion about STEM subjects, he took it upon himself to mobilise private sector assistance to revamp the labs and have them equipped with modern technology,” he said.

During the unveiling, Mhlauli, highlighted the importance of investing in STEM education, particularly in township schools.

“Here today, we are right now at a primary school because we obviously want these young people or the learners to get involved in STEM subjects from the primary school phase,” she said.

Ramokgopa also emphasised the significance of STEM subjects in driving economic growth and increasing competitiveness. 

“We are investing a lot in the STEM subjects because these are the frontiers of the future. They are the ones that are going to underpin our economic growth… and make our industries more and more competitive going into the future,” he said.

“STEM subjects are very important for learners to pursue as they influence innovation, particularly in technology and science.” Buthelezi added. 

“The labs will give learners a head start by getting used to conducting experiments while still in high school, and they will be inspired to pursue careers in engineering and other related areas.”

The event was part of the Mandela Month commemorations, highlighting the importance of education and community service.

According to Buthelezi, they have already implemented a similar project in Howick, KwaZulu-Natal, and plans for other provinces would be determined as time goes on.

Mhlauli and Ramokgopa concluded the event with inspiring and uplifting messages, expressing hope and optimism for the future.

“We are excited. We’ve now discussed that we should be able to roll it out going to different provinces going forward,” Mhlauli said. 

“We want to grow it exponentially and expand its reach,” Ramokgopa said. 

INSIDE EDUCATION

By Johnathan Paoli

The Basic Education Department has formally published two important regulations for public comments that will reshape how learners are admitted to public schools and how those institutions manage the number of learners they can accommodate.

The Regulations Relating to the Admission of Learners to Public Schools and Regulations Relating to the Capacity of Public Schools have been gazetted.

“The purpose of these regulations is to provide all departments and the governing bodies of all public schools with regulatory provisions to manage learner admissions in public schools… and provide for the minimum uniform norms and standards for the capacity of an ordinary public school in respect of the number of learners a school can admit,” the regulations read.

In short, the regulations are designed to bring fairness, clarity and order to the often messy and frustrating school admissions process.

They address long-standing issues around school overcrowding, unfair admission practices and unequal access, especially in high-demand urban areas.

Until now, many schools followed their own rules when admitting learners, often turning away children from the local community or prioritising certain language groups or income brackets.

The new admissions regulations fix this by creating a centralised, standardised process for all public schools in the country.

All school applications must be done online through the Admissions System, which opens during a set period every year, while the Head of Department (HOD) now manages all admissions, not individual schools or governing bodies.

Schools must prioritise children who live in their “feeder zones” rather than selecting based on preference or ability. Parents will need to provide proper documents such as birth certificates, proof of residence, immunisation records and past school reports.

Schools must accept children with disabilities and special support will be provided where needed.

The regulations list a priority order for placements, namely children who live within the school’s feeder zone; siblings of children already at the school; children of school staff; and children outside the feeder zone, ranked by how close they live.

If a child is not accepted at their preferred school, parents have a right to appeal the decision to the department within seven days.

The capacity regulations are meant to address overcrowding by ensuring every school knows and sticks to how many learners it can handle safely and effectively.

The HOD will decide each school’s capacity based on the size and number of classrooms, the number of teachers, furniture, equipment and learning materials, subject offerings, for example science labs, health and safety requirements, and special access for learners with disabilities.

Each school will now be audited yearly to update its official learner capacity, with this figure being published online so parents can make informed decisions when applying.

Schools may not accept more learners than their official capacity, unless the HOD gives special written permission.

Over enrolment can lead to disciplinary action against school principals or district officials.

The regulations also limit the role of School Governing Bodies (SGBs) in admissions.

In the past, some SGBs created their own policies that were used to exclude certain learners, especially based on language, income or ability.

Now, all admission decisions are made by the HOD, and SGBs must comply with the department’s regulations.

This change follows previous Constitutional Court rulings that found school policies cannot override the government’s duty to ensure fair access to education.

The new regulations are fully backed by law and align with the South African Schools Act, rights enshrined in Section 29 of the Constitution and key court rulings that protect learners’ access to fair and equitable schooling.

They form part of the broader reforms under the Basic Education Laws Amendment Act, which aims to modernise and streamline education policy across the country.

Schools must follow the centralised system and respect official capacity and can no longer use their own admissions rules.

Further, they must cooperate with audits and report accurate information, and they will face consequences if they break the rules.

Parents must ensure applying online within the set time and submit the right documents with no late applications accepted.

They can no longer “shop around” by applying to faraway schools without valid reasons, but have a right to appeal if they believe their child was unfairly rejected.

To ensure success, the department stressed that it would need to train school officials and district staff, help parents understand the new process through workshops and campaigns, provide technical support for online applications, especially in low-income areas, and monitor schools for compliance and respond quickly to problems.

The department has welcomed the new admissions and capacity draft regulations as representing a major step forward in building a fairer, more efficient education system in the country.

INSIDE EDUCATION

By Thapelo Molefe

Basic Education Minister Siviwe Gwarube has gazetted the first two sets of draft regulations under the Basic Education Laws Amendment (Bela) Act for public comment, which are aimed at reforming the country’s schooling system.

These are the first draft regulations to be published since the law came into effect last year.

The publication follows months of deliberation and mounting pressure from Parliament’s Portfolio Committee on Basic Education, which had called on Gwarube to finalise and publish the 10 regulations required to operationalise the law.

Among the key provisions in the newly released regulations is a clause on school capacity, which states that from Grade 1 to Grade 12, there must be one teacher to a maximum of 40 learners. 

In a statement on Thursday, Gwarube said the regulations were designed to ensure that the amendments introduced by the Act were implemented in a manner that upheld learners’ rights, enhanced school functionality and maintained a careful balance of powers between school governing bodies (SGBs) and government.

“The release of these regulations is an important opportunity for education stakeholders and the broader South African public to actively shape the future of basic education in our country,” Gwarube said. 

“These regulations are instruments that will affect how schools are governed and managed, how children are admitted and how our values as a society are reflected in our education system.”

The Act is aimed at improving governance, enhancing equity and elevating the quality of education for South Africa’s 13.5 million learners. 

“I call on all South Africans… to participate meaningfully in this public comment process. Your voice matters. Let it be heard in shaping the policies and regulations that govern the education of your children,” the minister urged.

To facilitate engagement, the department announced plans to launch a national public awareness campaign aimed at helping communities understand the content of the proposed regulations and make informed submissions.

The department has also adopted a modular approach to publishing the regulations to avoid delays associated with bulk releases.

Gwarube said further regulations would be released for public comment once they were legally vetted and approved.

Public submissions on the current draft regulations will be accepted for 30 days, closing on 5 September. Comments can be submitted through the department’s website.

INSIDE EDUCATION

By Johnathan Paoli

Five learners have been arrested in connection with a fire that gutted two prefabricated classrooms at Thuto-Lefa Secondary School in Munsieville, Krugersdorp on Wednesday.

Gauteng education department MEC Matome Chiloane strongly condemned the destruction of school property, calling the act criminal and deplorable.

“Burning a classroom is not a form of protest, it is a criminal act that robs learners of their right to quality education. We will not tolerate such destructive behaviour, and those responsible must face the full consequences of the law,” Chiloane said.

The blaze is suspected to have been started deliberately, allegedly in response to recent changes in the school timetable aimed at improving academic outcomes ahead of preliminary exams.

The fire occurred shortly after midday. Emergency services managed to contain the blaze before it could spread further.

No injuries have been reported.

While the exact cause of the fire remains under investigation, early indications point to learner dissatisfaction over the school’s recent timetable restructuring.

The changes, implemented by school management, were introduced to ensure that all prescribed curriculum content was covered before the upcoming Grade 12 preliminary examinations and to provide learners with additional revision opportunities.

The timetable adjustment, however, was reportedly met with resistance from some learners.

The South African Police Service has launched a formal investigation into the incident, and four Grade 10 learners and one Grade 9 learner have been arrested.

Authorities are now working to determine the exact roles the learners played and whether others may have been involved.

Chiloane reiterated that the department’s goal was to strengthen academic performance across the province, not to inconvenience learners.

The department has assured parents, learners and the broader school community that efforts were underway to ensure that the loss of the two classrooms would not cause prolonged disruption to teaching and learning.

Officials have been deployed to assess the extent of the damage and develop an urgent response plan.

The department plans to bolster security measures at the school to prevent any further incidents.

Chiloane urged learners, parents and communities to approach grievances constructively and to respect school infrastructure, which belonged to all citizens and played a crucial role in enabling future opportunities for the youth.

INSIDE EDUCATION

By Thapelo Molefe

Huawei South Africa has officially opened applications for the 2025 edition of its Women in Tech Digital Skills Training Programme, set to take place from 27 to 29 August in Johannesburg.

Now in its fourth year, the fully funded programme is targeted at women entrepreneurs and professionals who are actively building businesses and seeking growth in an increasingly digital economy. 

This year’s theme “TechHERpreneur: Where Innovation Meets Ambition”, underscores the importance of using technology to scale, adapt and lead.

Huawei SA spokesperson Vanashree Govender, said the programme was designed to give women a practical edge and confidence to grow.

“Our 2025 theme, TechHERpreneur, is about meeting women where they are – building, adapting and leading in a rapidly changing world,” Govender said.

“Whether it’s understanding how to use everyday tools more effectively or exploring the power of emerging technologies, this programme gives women the tools and perspective to make smarter decisions in a changing world.”

The three-day training kicks off with two days at Huawei’s Johannesburg campus, featuring hands-on sessions focused on emerging technologies such as artificial intelligence, 5G and digital tools tailored for business application. These sessions will be led by Huawei leaders and Information and Communication Technology specialists.

The final day will be held at Henley Business School Africa and will focus on personal leadership, business resilience and strategic adaptability. Participants will receive a certificate of attendance from Henley, which is part of the University of Reading.

A new highlight for this year is a business growth masterclass and technology demonstration led by Stuff, a South African consumer tech publication. 

Their session will showcase real-world tech solutions from smartphones and cloud storage to productivity platforms designed to enhance small business performance.

Pro-Dean of Teaching and Learning at Henley Business School Africa, Linda Buckley, praised the collaboration with Huawei.

“This is about digital fluency, personal mastery, and the confidence to grow beyond survival,” Buckley said. 

“At Henley, our mission is to build the people who build the businesses that build Africa, and partnerships with committed corporate citizens like Huawei are a critical part of this.”

Applications are open to women entrepreneurs with an existing business and a strong vision for growth. 

There are no sector or age restrictions. Selection will be based on innovation potential, business growth mindset and entrepreneurial drive. Only 40 women will be selected for the 2025 cohort.

INSIDE EDUCATION

By Johnathan Paoli

Gauteng has recorded over 600,000 successful online applications for Grade 1 and Grade 8 learners for the 2026 academic year so far.

Gauteng Education MEC Matome Chiloane said on Tuesday that the department’s online admissions system had recorded 600,936 applications, comprising 254,251 for Grade 1 and 346,685 for Grade 8.

“The phenomenal number of applications we’ve received is a concrete demonstration of the trust parents place in Gauteng’s education system. We are grateful to all parents for their co-operation, and we continue to urge all parents to apply online,” Chiloane said in a statement.

The system opened less than two weeks ago and will remain open until 29 August.

Parents and guardians must complete the 5-step application process on the department’s website to ensure their applications are considered.

Incomplete applications will not be processed.

After registering, applicants must upload certified documents online or submit them physically to all selected schools within seven days of applying.

Documents uploaded online need only be submitted once, as all selected schools will have access to them via the system.

The system supports real-time document verification, prompting schools to update the status of submitted documents and alerting parents via SMS once verification is complete.

Schools also receive automated alerts when new documents are uploaded.

To improve placement chances, parents are encouraged to apply to a minimum of three and a maximum of five schools and to provide a valid cellphone number, as all communication, including placement offers, will be sent via SMS.

Placement offers will begin rolling out from 16 October.

To ensure access for parents without digital tools, the department has made support available through 81 decentralised walk-In centres and all Gauteng public schools, where trained officials assist with online applications. The department reaffirmed its commitment to a transparent and efficient admissions process that ensures every child has access to quality

INSIDE EDUCATION